In our estimation (Moss & Brookhart, 2009) and that of others (Seidle, Rimmele, &
Prenzel, 2005; Stiggins, Arter, Chappuis, & Chappuis, 2009), the intention for the lesson is one
of the most important things students should learn. Without a precise description of where they
are headed, too many students are "flying blind."
Having students actively engaged in monitoring their own progress toward learning targets helps students
understand the importance of learning targets. Students are better able to monitor their progress toward
the target and become more invested in the learning as consistent use of learning targets helps them focus
on the expectations of the day.
Experts from Rick Stiggins and Larry Ainsworth to
Bob Marzano have proven time and again that engaging students in their own learning by posting
objectives in class is a practice worth pursuing.
...This is the first year in my sixteen year career that I've ever even tried to engage students in self-assessment, even though I've read
all the relevant research about the importance of self-assessment.
The reason: I wasn't even sure of what they were supposed to know and be able to do!
Now that I've got clear targets written in language that everyone understands, self-assessment
(and engaging parents in the assessment process) is a breeze.
The single most important method for routinely sharing learning targets is using assignments that
match—really match—the learning goal. It is in the assignment that the teacher translates the
learning goal into action for the student.
The generalizations related to setting objectives explain that goals should be clear and specific,
but also flexible enough for students to personalize the goals. Consider the objectives you are
expected to use, that is, those provided by your school, district, or state. To what extent do you
feel they meet the criteria of clarity, specificity, and flexibility?
Learning targets help: Performance verbs organized into Bloom's levels:
In our estimation (Moss & Brookhart, 2009) and that of others (Seidle, Rimmele, &
Prenzel, 2005; Stiggins, Arter, Chappuis, & Chappuis, 2009), the intention for the lesson is one
of the most important things students should learn. Without a precise description of where they
are headed, too many students are "flying blind."
Having students actively engaged in monitoring their own progress toward learning targets helps students
understand the importance of learning targets. Students are better able to monitor their progress toward
the target and become more invested in the learning as consistent use of learning targets helps them focus
on the expectations of the day.
Experts from Rick Stiggins and Larry Ainsworth to
Bob Marzano have proven time and again that engaging students in their own learning by posting
objectives in class is a practice worth pursuing.
...This is the first year in my sixteen year career that I've ever even tried to engage students in self-assessment, even though I've read
all the relevant research about the importance of self-assessment.
The reason: I wasn't even sure of what they were supposed to know and be able to do!
Now that I've got clear targets written in language that everyone understands, self-assessment
(and engaging parents in the assessment process) is a breeze.
The single most important method for routinely sharing learning targets is using assignments that
match—really match—the learning goal. It is in the assignment that the teacher translates the
learning goal into action for the student.
The generalizations related to setting objectives explain that goals should be clear and specific,
but also flexible enough for students to personalize the goals. Consider the objectives you are
expected to use, that is, those provided by your school, district, or state. To what extent do you
feel they meet the criteria of clarity, specificity, and flexibility?